Rockaway Township Public Schools
Science Unit Guide
Earth Science – Grade 6
Earth’s Systems - Rocks and Minerals
Earth Science Progressions:
From Appendix E:
Progressions within the Next Generation Science Standard
Energy flows and matter cycles within and among Earth’s
systems, including the sun and Earth’s interior as primary
energy sources. Plate tectonics is one result of these
processes.
Key Concepts:
Including:
 Process of melting, crystallization, weathering,
deformation, and sedimentation which act
together to form minerals and rocks through the
cycling of Earth’s materials.
Topic Standard(s)
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MS-ESS2-1
Next Generation Science Standard Storyline
The performance expectations in ESS2: Earth’s Systems, help students formulate an answer to questions such as: “How do the materials in
and on Earth’s crust change over time?”
Students understand how Earth’s geosystems operate by modeling the flow of energy and cycling of matter within and among different
systems. Students investigate the controlling properties of important materials and construct explanations based on the analysis of real
geoscience data. Of special importance in both topics are the ways that geoscience processes provide resources needed by society but also
cause natural hazards that present risks to society; both involve technological challenges, for the identification and development of resources.
The crosscutting concepts of patterns, cause and effect, scale proportion and quantity, systems and system models, energy and matter, and
stability and change are called out as organizing concepts for these disciplinary core ideas.
In the ESS2 performance expectations, students are expected to demonstrate proficiency in developing and using models, planning and
carrying out investigations, analyzing and interpreting data, and constructing explanations; and to use these practices to demonstrate
understanding of the core ideas.
Rockaway Township Public Schools
Science Unit Guide
Earth Science – Grade 6
Earth’s Systems - Rocks and Minerals
Disciplinary Core Ideas(DCI): Science Concept
ESS2.A: Earth’s Materials and Systems
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All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from
the sun and Earth’s hot interior. The energy that flows and matter that cycle produce chemical and physical changes in Earth’s materials and
living organisms.
Performance Expectations (PE) / Clarification Statement and Assessment Boundary:
Students who demonstrate understanding can:
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MS-ESS2-1.
Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
[Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation,
which act together to form minerals and rocks through the cycling of Earth’s materials.]
[Assessment Boundary: Assessment does not include the identification and naming of minerals.]
Rockaway Township Public Schools
Science Unit Guide
Earth Science – Grade 6
Earth’s Systems - Rocks and Minerals
Essential Question:
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How do the materials in and on Earth’s crust change over
time?
Enduring Understanding:
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Minerals and rocks are the “building blocks” for all of Earth’s
landforms.
Landforms are always changing due to natural forces, such as
constant weathering and erosion.
Rockaway Township Goals:
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Distinguish characteristics of sedimentary, igneous, or metamorphic rocks
Explain how one rock could eventually become a different kind of rock (the rock cycle)
Categorize rock families based on origin and transformation of the rock
Understand that rocks are dependent on the minerals that created them
Explain and identify changes in landforms that have occurred over very long periods on time due to weathering and erosion
Rockaway Township Public Schools
Science Unit Guide
Earth Science – Grade 6
Earth’s Systems - Rocks and Minerals
Unit Learning Targets:
The student will be able to….
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Distinguish characteristics of
sedimentary, igneous, or
metamorphic rocks
Explain how one rock could
eventually become a different
kind of rock (the rock cycle)
Categorize rock families based
on origin and transformation of
the rock
Understand that rocks are
dependent on the minerals that
created them
Understand how successive layers
of sedimentary rock and the fossils
contained in them tell the factual
story of the age, history, changing
life forms, and geology of Earth.
Identify the characteristics used to
classify igneous rocks.
Classify the three types of
sedimentary rocks and describe
how each forms.
Describe the conditions under
which metamorphic rocks form and
identify the ways geologist classify
rocks.
Illustrate and explain the rock
cycle.
Use geologic maps or satellite
Suggested Activities:
Including Differentiated Strategies (DI)
Vocabulary:
This curriculum has been revised and updated for September, 2016, using the
NGSS.
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Target activities may be modified, revised, or added by the sixth grade
middle school teachers to maintain relevancy to the ever-changing scientific
world. Changes to target activities will reflect 100% agreement with the
science certified teachers at the sixth grade level. Any changes to target
activities will be shared with grades 6-8 to provide consistency with all
middle school grade levels.
Target Activities:
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Middle School Lesson Plans – The following plans listed on this site cover
this material nicely and have lab activities for each concept: Ride the Rock
Cycle, Mighty Minerals, Simply Sediments
http://sciencespot.net/Pages/classearth.html
Rocks and Minerals: (part of an Archived site for grades 5-9) See Activities:
Crayon Rock Cycle, Geodes, Igneous Rocks, Metamorphic Rocks,
Sedimentary Rocks, Rocks Book, Sugar Cube Rock Cycle, Modeling the Rock
Cycle. See Slideshows: Predicting the Rock Cycle. See Interactive &
Resource Websites (for teachers / for students). Also see: Online Quizzes,
Graphic Organizers, Study and Review Notes, Warm –ups and Bell-Ringers.
http://science-class.net/archive/science-class/Geology/rocks_minerals.htm
Lab Activity: What Rock Is It? (Kit available in CMS, with dichotomous key)
The Sterling Hill Mining Museum – see links to the Rock Discovery Center,
Fossil Discovery Center, Mineral Collecting, and the Astronomical
Observatory (for your Unit on Astronomy)
http://sterlinghillminingmuseum.org/
Optional Activity for Rock Identification: Rocks ROCK! ( Create Games after
researching 4 basic samples)
https://middleschoolscience.com/2015/07/08/rocks-rock-identification-
cementation
chemical rock
clastic rock
compaction
composition
compound
crystal
crystallization
deposition
erosion
extrusive
intrusive
foliated
igneous
inorganic
metamorphic
mineral
organic
rock sedimentary
texture
Rockaway Township Public Schools
Science Unit Guide
Earth Science – Grade 6
Earth’s Systems - Rocks and Minerals
images to identify changes in
landforms over the years due to
weathering and erosion
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Understand that technology
allows scientists to compare
landforms ( in NJ and other
areas of the world) to find
evidence for changes in
landforms (e.g., barrier island
changes due to hurricanes,
glacial melting exposing
underlying rock, volcanic
explosions drastically changing
the altitude of mountains or
adding new land/islands)
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stations/
Rock, Minerals and Rock Cycle Activities and Lesson Plans
http://geology.com/teacher/rocks.shtml
Minerals in Your Home:
https://middleschoolscienceblog.files.wordpress.com/2015/01/minerals-inyour-home-isn.pdf
Erosion Classroom and Lesson Plans
http://geology.com/teacher/erosion.shtml
 Can’t See the Water for the Dirt: Experiment with Sediment
http://baytrippers.thinkport.org/learn/lesson.htm#sediment
 How Does Erosion Affect My World: (45 minutes) – explore CMS for
evidence of erosion, then do the activity DIG THIS! Erosion
Investigation
http://www.cas.miamioh.edu/scienceforohio/Erosion/L.html
 Erosion Resources for above:
http://www.cas.miamioh.edu/scienceforohio/Erosion/Rr.html
 Ask a Geologist
http://walrus.wr.usgs.gov/ask-a-geologist/
 ASK USGS (Email was sent asking for sites to use for comparison of
land features on Earth before/after catastrophic events, as well as
slower erosional effects)
https://answers.usgs.gov/ask-question
 Use Internet Resources to find before/after pictures of (e.g.) Mt. St.
Helens, Hawaii volcanic flows, Greenland, Iceland, NJ Shore (before
and after Hurricane Sandy)
Web Quest: MARS ROCKS! (Time: 1 class period for research and
answering the set of questions.)
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http://www.glencoe.com/sec/science/webquest/content/marsrocks.shtml
OPTIONAL: Web Quest: Created Gemstones: The Real Thing? (Time: 2 class
periods; a total of 60 minutes for research, 20 minutes to prepare a
written statement.)
http://www.glencoe.com/sec/science/webquest/content/gemstones.shtml
Rockaway Township Public Schools
Science Unit Guide
Earth Science – Grade 6
Earth’s Systems - Rocks and Minerals
Resource Materials:
Assessments:
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Textbooks available for background information:
Glencoe: Small Book (Earth Science)
Prentice Hall Earth Science (Chapter 2, 3 – Minerals, Rocks)
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A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas - available Professional Book
with EXCELLENT background information (download free from
MyNAP: http://www.nap.edu/catalog/13165/a-framework-for-k12-science-education-practices-crosscutting-concepts )
Prepared Kits:
Classroom Posters
DVD
Teacher-made PowerPoint presentations
Websites, youtube.com
Google Classroom
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Organized Science Notebooks/ Science Journals
Daily and Graded Homework Assignments
Lab Investigations (controlled variables)
Teacher observation, checklists, rubrics
Student assessment rubrics (self checking / student created / teacher
created)
Lab group assessments (student created / teacher created, student
peer-to-peer feedback)
Projects / STEM Activity as determined by grade level
Project – Straw Skyscraper Structure – tested on Earthquake Shake
table (located in room 216) in conjunction with Force Unit
Exit Tickets
Quizzes
Tests
Benchmark Assessment ( for SGO, as determined by grade level)
Rockaway Township Public Schools
Science Unit Guide
Earth Science – Grade 6
Earth’s Systems - Rocks and Minerals
Science and Engineering Practices :
Hover over the following section: Control + Click to follow link:
Developing and Using Models
Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract
phenomena and design systems.
 Develop and use a model to describe phenomena. (MS-ESS1-1),(MS-ESS1-2)
Analyzing and Interpreting Data
Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between
correlation and causation, and basic statistical techniques of data and error analysis.
 Analyze and interpret data to determine similarities and differences in findings. (MS-ESS1-3)
 Analyze and interpret data to provide evidence for phenomena. (MS-ESS2-3)
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and
designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.
 Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments)
and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do
so in the future. (MS-ESS1-4)
 Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments)
and the assumption that theories and laws that describe nature operate today as they did in the past and will continue to do so in the
future. (MS-ESS2-2)
Rockaway Township Public Schools
Science Unit Guide
Earth Science – Grade 6
Earth’s Systems - Rocks and Minerals
Cross Cutting:
Hover over the following section: Control + Click to follow link:
Patterns
 Patterns can be used to identify cause and effect relationships. (MS-ESS1-1)
Cause and Effect
 Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-ESS2-5)
Scale, Proportion, and Quantity
 Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. (MS-ESS1- 3)
Systems and System Models
 Models can be used to represent systems and their interactions. (MS-ESS1-2)
Energy and Matter
 Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. (MS-ESS2-4)
Stability and Change
 Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and processes at different
scales, including the atomic scale. (MS-ESS2-1)
Connections to Engineering, Technology, and Applications of Science Interdependence of Science, Engineering, and Technology
 Engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of
entire industries and engineered systems. (MSESS1-3)
Connections to Nature of Science Scientific Knowledge Assumes an Order and Consistency in Natural Systems
 Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and
observation. (MS-ESS1-1),(MS-ESS1-2)
Rockaway Township Public Schools
Science Unit Guide
Earth Science – Grade 6
Earth’s Systems - Rocks and Minerals
Common Core State Standard Connections:
ELA/Literacy
Common Core State Standard Connections:
Mathematics
Hover over the following section: Control + Click to follow link:
Hover over the following section: Control + Click to follow link:
RST.6-8.1
Cite specific textual evidence to support analysis of science
and technical texts. (MS-ESS2-2),(MS-ESS2-3),(MS-ESS2-5)
MP.2
Reason abstractly and quantitatively. (MS-ESS2-2),
(MS-ESS2-3),(MS-ESS2-5)
RST.6-8.7
Integrate quantitative or technical information expressed in
words in a text with a version of that information expressed
visually (e.g., in a flowchart, diagram, model, graph, or
table). (MS-ESS2-3)
6.NS.C.5
RST.6-8.9
Compare and contrast the information gained from
experiments, simulations, video, or multimedia sources with
that gained from reading a text on the same topic.
(MS-ESS2-3),(MS-ESS2-5)
Understand that positive and negative numbers are used together
to describe quantities having opposite directions or values (e.g.,
temperature above/below zero, elevation above/below sea level,
credits/debits, positive/negative electric charge); use positive and
negative numbers to represent quantities in real-world contexts,
explaining the meaning of 0 in each situation. (MS-ESS2-5)
6.EE.B.6
Use variables to represent numbers and write expressions when
solving a real-world or mathematical problem; understand that a
variable can represent an unknown number, or, depending on the
purpose at hand, any number in a specified set.
(MS-ESS2-2), (MS-ESS2-3)
7.EE.B.4
Use variables to represent quantities in a real-world or
mathematical problem, and construct simple equations and
inequalities to solve problems by reasoning about the
quantities. (MS-ESS2-2),(MS-ESS2-3)
WHST.68.2
Write informative/explanatory texts to examine a topic and
convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
(MS-ESS2-2)
WHST.68.8
Gather relevant information from multiple print and digital
sources, using search terms effectively; assess the credibility
and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and
following a standard format for citation. (MS-ESS2-5)
SL.8.5
Integrate multimedia and visual displays into presentations to
clarify information, strengthen claims and evidence, and add
interest. (MS-ESS2-1),(MS-ESS2-2),(MS-ESS2-6)